Active Learning & Engaging Practices
-
Upskilling for Academic Advisors
Intentional upskilling helps advisors strengthen core competencies, explore new areas of interest, and document meaningful contributions to their unit and institution. Below are ways academic advisors can engage in professional development, both on campus and beyond the university. Why Upskilling Matters Upskilling allows advisors to: Tip: Keep a running document of professional development activities, reflections,…
-
Two Toolkits for Fostering Reflection
Reflection is a powerful practice because it moves us beyond simply completing tasks to actively making meaning from our experiences (Dewey, 1933). When we reflect, we revisit what we did, examine why it mattered, and consider how our thinking or approach has changed. This process supports deeper learning by strengthening connections between concepts, surfacing assumptions,…
-
Classroom Assessment Techniques (CATs)
Classroom Assessment Techniques (CATs) are quick, often anonymous, low-stakes, and non-graded activities used by instructors to gather immediate feedback on student learning during a lesson. These formative tools allow educators to adjust teaching methods in real-time to address gaps in understanding, rather than waiting for graded assignments. If you’re looking for more information on student feedback generally,…
-
Exit Card Formative Assessment
Tips </p
-
Developing a Professional Development Plan That Works for You
A unique, personalized professional development plan can help advisors move beyond checking boxes and instead make intentional choices that support growth, confidence, and long-term career satisfaction. Why a Personalized Professional Development Plan Matters No two advising roles are the same. Caseloads, student populations, institutional priorities, and career aspirations all vary. A one-size-fits-all approach to development…
-
The Student Showcase: The benefits, varieties, and logistics of more open end-of-term student presentations
Introduction Some courses end with a final project, presentation, or performance as opposed to an exam. In such courses, giving students the opportunity to present to each other or to a wider audience can be a beneficial milestone for your class community as well as improve students’ feelings of ownership for their work. This article…
-
A Toolbox for Student Project Teams: Mastering Team Processes through Project Charters
Project-team based learning is commonly adopted in structured/semi-structured settings of higher education to deliver work-ready graduates. It is, however, a challenge for students and instructors to make the most of project-team assignments when students lack a shared foundation of project-team processes and the skills and experience to navigate team dynamics. To respond to this need,…
-
Building Your Professional Network For Academic Advisors
Developing strong professional relationships within and beyond Michigan State University can help academic advisors expand your network, increase collaboration opportunities, and gain valuable support for future career advancement, including external letters. Below are ways to expand your network both on campus and outside of MSU, along with relationship-building strategies. On-Campus (Outside Your MAU) Engage in…
-
Resources from the Teaching High-Stakes Topics Webinar
On Friday, October 10, members of the Council of Diversity Deans, the Office of the Provost, and the Office for Faculty and Academic Staff Affairs hosted a university-wide webinar on Teaching High Stakes Topics. The session invited instructors from all appointment types—including graduate teaching assistants—to engage in thoughtful discussion about teaching in complex and challenging contexts. The webinar brought together representatives…